(7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes.
(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
(B) categorize information thematically in order to see the larger constructs inherent in the information;
(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and
(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.
8th grade Social Studies TEKS -
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
AASL Standards:
Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.7 Make sense of information gathered from diverse sources by indetifying misconceptions, main and cupporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3 Responsibilities 1.3.1 Respect copyright/intellectual propert rights of creators and producers. 1.3.5 Use information technology responsibly.
Standard 2: Draw conclusions, make informed decisions, apply knwledge to new aituations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technolgy and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2 Dispositions in Action 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. 2.4 Self-Assessment Strategies 2.4.2 Reflect on systematic process, and assess for completeness of investigation.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and access. 3.1.6 Use information and technology ethically and responsibly. 3.2 Dispositions in Action 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.4 Self-Assessment Strategies 3.4.2 Assess the quality and effectiveness of the learning product.
Learning Outcomes
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Content-Area Curriculum Standards:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.
(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
(B) categorize information thematically in order to see the larger constructs inherent in the information;
(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and
(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.
(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
AASL Standards:
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.7 Make sense of information gathered from diverse sources by indetifying misconceptions, main and cupporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.3 Responsibilities
1.3.1 Respect copyright/intellectual propert rights of creators and producers.
1.3.5 Use information technology responsibly.
Standard 2: Draw conclusions, make informed decisions, apply knwledge to new aituations, and create new knowledge.
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technolgy and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.2 Dispositions in Action
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.4 Self-Assessment Strategies
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and access.
3.1.6 Use information and technology ethically and responsibly.
3.2 Dispositions in Action
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product.